Notetaking: Active and Differentiated December 9, 2007

The Research Model Committee spent a good deal of time on the subject of notetaking.  We decided we need to better prepare our students over the the three years to differentiate types of notes and grow independent in their uses.  We are looking to begin with the Cornell method and T-charts, then three-column response notes and note cards.  Finally, by grade eight, students would have free choice of how they would take notes with a justification for why they chose the method they did. 

Whenever possible, note forms should encourage students to interact with the notes.  This could be in the form of a reflective piece or by creating a new vehicle for using the information as a formative assessment of student understanding.

Making the Connections

Time for conversations among designated groups helps students make the connections with the material in front of them.  What is interesting vs. what is important? What new questions does this information generate? What don’t I understand? Compare/contrast.  Visual representations.  Interacting with their notes is essential in order to create new knowledge.